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University of Northern Iowa University of Northern Iowa
UNI ScholarWorks UNI ScholarWorks
Annual Graduate Student Symposium 2018 Annual Graduate Student Symposium
Apr 3rd, 1:00 PM - 4:00 PM
Perceived Causes and Methods of Examination Malpractice in the Perceived Causes and Methods of Examination Malpractice in the
Malawian Education System: A Case Study of Secondary Schools Malawian Education System: A Case Study of Secondary Schools
in South East Education Division (SEED) in South East Education Division (SEED)
Fiddelis B. Makaula University of Northern Iowa
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Makaula, Fiddelis B., "Perceived Causes and Methods of Examination Malpractice in the Malawian Education System: A Case Study of Secondary Schools in South East Education Division (SEED)" (2018). Annual Graduate Student Symposium. 35. https://scholarworks.uni.edu/agss/2018/all/35
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Fiddelis Blessings MakaulaEducational Leadership & Postsecondary Education
University of Northern Iowa
April 3, 2018
PERCEIVED CAUSES AND METHODS OF EXAMINATION MALPRACTICE IN THE MALAWIAN EDUCATION SYSTEM:
A CASE STUDY OF SECONDARY SCHOOLS IN SOUTH EAST EDUCATION DIVISION (SEED)
ANNUAL GRADUATE STUDENT SYMPOSIUM
Map of Malawi
Statement of the Problem
NATIONAL EXAMINATIONS IN MALAWI• Primary School Leaving Certificate of Examinations (PSLCE)• Junior Certificate of Examinations (JCE)• Malawi School Certificate of Examinations (MSCE)
• Every year, Malawi National Examinations Board deals with dishonest school authorities, teachers and parents
• 2002 - of 65,644 MSCE candidates, 5,254 were caught cheating
• 2003 – of 59,080 MSCE candidates; 2,345 were caught cheating
• 2007, all MSCE examinations were cancelled due to massive leakage of examination papers
Research Questions
1. What are the perceived causes of examination malpractice in public examinations in secondary schools in Malawi?
2. What methods of examination malpractice in secondary schools do Malawian students and teachers identify as the most serious?
Methodology& Research Design
• Used mixed methods to collect quantitative and qualitative data
• Used stratified random sampling to select the 10 schools out of 110 secondary schools (i.e. 5 urban schools and 5 rural schools)
Quantitative Data • Used questionnaires to collect data
o 24 Likert-type scale items for causes of cheating
o 16 Likert-type scale items for methods of cheating
Methodology& Research Design
• 2 schools (1 from urban and 1 from rural) participated in focus groups
• Had 4 focus groups
o 2 for students (urban and rural)
o 2 for teachers (urban and rural)
o Each student focus group had 6 members
o Each teachers focus group had 5 members
o Members were those who completed the questionnaires
Qualitative DataFocus Group
MethodologyImportance Performance Analysis
• Technique used to understand customer satisfaction and service quality (Martilla and James, 1977)
• IPA has also been used in education field
Quantitative Analysis
Results/Findings
Demographics
Results/Findings
Causes of Cheating
Results/Findings
Causes of Cheating
Results/Findings
Causes of Cheating
Results/Findings
Methods of Student Cheating
Results/Findings
Methods of Student Cheating
QualitativeAnalysis
Four major themes of the causes of examination malpractice emerged.
1. Personal Factors o Laziness by studentso Poor study habits
2. Social Factors o Peer pressure
3. Psychological Factorso Unpleasant impact after failing examinations
4. Environmental Factorso Overcrowding of students in examination hallso Sexual favors
Causes of Cheating
Results/Findings
Methods of Cheating
Three major themes about the methods of cheating emerged
1. Individual-cheating Methods o Bringing of unauthorized materials to exam hallso Students writing on body parts
2. Technology-assisted Cheating Methods
o Use of scientific calculators
3. Collaborative-cheating Methods o Impersonationo Using body parts (best used with multiple choice
questions)o eye=A o nose=B o ear=C o chin=D
Educational Implications of
the Study
• Although students are to blame, government is to blame for rampant corruption and teachers for negligence of duties
• Need to review the entire education system
• Use Four-Frame Model by Bolman and Deal• The four frames are:
1. Structural Frame2. Human Resource Frame3. Political Frame4. Symbolic Frame (Bolman & Deal, 1977)
Educational Implications of
the Study
GOVERNMENT• must ensure adequate punishment irrespective of one’s
status
• must demonstrate its firm commitment to fight and prevent corruption
TEACHERS• must adequately cover the syllabus and prepare the
students for examinations
STUDENTS• must be responsible for their work
• must develop a growth mindset to see setbacks as a wake-up call to work extra hard
Conclusion • Need to acknowledge student cheating as form of corruption rather than as simple misbehavior
• Instead of mere regulation and punishment, there is need for continued education in ethical behavior
Key References of StudyAchio, S., Ameko, E., Kutsanedzie, F., Alhassan, S., & Ganaa, F. (2012). Concerns on issues of examination malpractices: A case study of Accra Polytechnic. Natural and Applied
Sciences, 3(2), 145-154.
Bolman, L. G. , Deal, T. E. (1977). Reframing organizations: Artistry, choice, and leadership. 2nd ed. San Francisco, CA: Jossey-Bass.
Akaranga, S. I., & Ongong, J. J. (2013). The phenomenon of examination malpractice: An example of Nairobi and Kenyatta Universities. Journal of Education and Practice, 4(18), 87-96.
Awanabor, D. (2005). Credentialing process in the Nigerian educational system. Keynote address presented at the first annual conference of the Faculty of Education. Ekpoma, Ambrose Alli University, Nigeria.
Ihejirika, J. C. (2005). View point. The Nigerian society is to blame for examination malpractice. Retrieved from: http://nm.onlinenigeria.com/templates/?a=3605&z=12
Munachonga, M. (2014). An ethical evaluation of the causes and effects of examination malpractices in Zambia: Case study of selected schools in Lusaka District. Lusaka, Zambia: University of Zambia.
Onyechere, I. (2006). Examination ethics handbooks: An examination ethics projects. Lagos, Nigeria, Protomac Books Ltd.
Petters, J. S., & Okon, O. (2014). Students’ perceptions of causes and effects of examination malpractice in the Nigerian educational system: The way forward for quality education. Procedia-Social and Behavioral Sciences, 114, 125-129.
Ruwa, M. (1997). Examination malpractices: A case study of the University of Maiduguri. Maiduguri Journal of Educational Studies, 3(10), 197-208.
Shahid, M. S. (2007). Education in Pakistan. 6th ed. Islamabad, Pakistan: Allama Iqbal Open University.
Suleman, Q., Gul, R., Ambrin, S., & Kamran, F. (2015). Factors contributing to examination malpractices at secondary school level in Kohat Division, Pakistan. Journal of Education and Learning 9(2), 165-182.
Thank You
Chris
